Possible Technologies to Support Inquiry Based Approaches to Learning
POSSIBILITIES
Team suggestions for technology to support an approach to inquiry based learning:
Online Simulations
Wiki
GPS
Digital Sensors
Androids (BYOD)
MOOC
Cloud
Wearable tech (Google Glass)
Smartphones
WBLT (Edmodo)
ChromeBooks
Web Cams
Google Apps
Stormboard
Mindomo
Real Time Board
The possible tools our team selected were considered strong candidates in support of the development of an inquiry based learning model in the classroom. Several of these technologies focus specifically on collaborative processes wherein topical inquiry and the sharing of expertise can be cultivated. Other tools in this list might be considered assistive technologies which, when used in conjunction with supportive hardware and application frameworks, serve to engage the learner in the practice of project based, problem based or design based learning. “If effectively deployed, wikis, blogs and podcasts could offer a way to enhance students', clinicians' and patients' learning experiences, and deepen levels of learners' engagement and collaboration within digital learning environments.” (Kamel Boulos1, Maramba1 and Wheeler in Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education, http://www.biomedcentral.com/1472-6920/6/41/prepub )
Team Preference
Google Apps
Wiki
Cloud
Edmodo
From the possibilities list, our team selected the above 4 technologies as the strongest candidates in support of an inquiry based classroom learning model. These applications / devices are becoming increasingly popular in schools, are relatively inexpensive or freely accessible and, above all, were designed to support collaborative work processes.
Selected Technology: WIKI
The wiki has become an increasing popular, free and widely accessible technology for the storage, building and sharing of ideas and digital content in business, industry and academia. It supports the creation of a genuine inquiry based learning model because it can be easily integrated into any environment that supports internet access, has a linear design with easily understood content entry and management tools, supports strong content editing tools and, because participants involved in the learning process typically have a wide range of technical and language competencies, is a significant departure from traditional expert driven encyclopedia-building technologies. “Wikis are fully editable websites; any user can read or add content to a wiki site. This functionality means that wikis are an excellent tool for collaboration in an online environment…. wiki projects illustrate how e-learning practitioners can and are moving beyond their comfort zone by using wikis to enhance the process of teaching and learning online.” (Augar, Naomi, Raitman, Ruth and Zhou, Wanlei 2004,)
References
Augar, N., Raitman, R. & Zhou, W. (2004). Teaching and learning online with wikis. In R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds), Beyond the comfort zone:Proceedings of the 21st ASCILITE Conference (pp. 95-104). Perth, 5-8 December. http://www.ascilite.org.au/conferences/perth04/procs/augar.html
Maged N, Kamel Boulos, Inocencio Maramba, and Steve Wheeler. (2006). Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education. The National Center for Biomedical Information. Retrieved from: http://www.ncbi.nlm.nih.gov/pmc/articles
PMC1564136/ Johnson, L., Adams, S., and Haywood, K., (2014). The NMC Horizon Report: 2014 K-12 Edition. Austin, Texas: The New Media Consortium. Online: http://www.nmc.org/publications/2014-horizon-report-k12
Possible Technologies to Support Inquiry Based Approaches to Learning
POSSIBILITIES
Team suggestions for technology to support an approach to inquiry based learning:
The possible tools our team selected were considered strong candidates in support of the development of an inquiry based learning model in the classroom. Several of these technologies focus specifically on collaborative processes wherein topical inquiry and the sharing of expertise can be cultivated. Other tools in this list might be considered assistive technologies which, when used in conjunction with supportive hardware and application frameworks, serve to engage the learner in the practice of project based, problem based or design based learning. “If effectively deployed, wikis, blogs and podcasts could offer a way to enhance students', clinicians' and patients' learning experiences, and deepen levels of learners' engagement and collaboration within digital learning environments.” (Kamel Boulos1, Maramba1 and Wheeler in Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education, http://www.biomedcentral.com/1472-6920/6/41/prepub )
Team Preference
From the possibilities list, our team selected the above 4 technologies as the strongest candidates in support of an inquiry based classroom learning model. These applications / devices are becoming increasingly popular in schools, are relatively inexpensive or freely accessible and, above all, were designed to support collaborative work processes.
Selected Technology: WIKI
The wiki has become an increasing popular, free and widely accessible technology for the storage, building and sharing of ideas and digital content in business, industry and academia. It supports the creation of a genuine inquiry based learning model because it can be easily integrated into any environment that supports internet access, has a linear design with easily understood content entry and management tools, supports strong content editing tools and, because participants involved in the learning process typically have a wide range of technical and language competencies, is a significant departure from traditional expert driven encyclopedia-building technologies. “Wikis are fully editable websites; any user can read or add content to a wiki site. This functionality means that wikis are an excellent tool for collaboration in an online environment…. wiki projects illustrate how e-learning practitioners can and are moving beyond their comfort zone by using wikis to enhance the process of teaching and learning online.” (Augar, Naomi, Raitman, Ruth and Zhou, Wanlei 2004,)
References
Augar, N., Raitman, R. & Zhou, W. (2004). Teaching and learning online with wikis. In R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds), Beyond the comfort zone:Proceedings of the 21st ASCILITE Conference (pp. 95-104). Perth, 5-8 December. http://www.ascilite.org.au/conferences/perth04/procs/augar.html
Maged N, Kamel Boulos, Inocencio Maramba, and Steve Wheeler. (2006). Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education. The National Center for Biomedical Information. Retrieved from: http://www.ncbi.nlm.nih.gov/pmc/articles
PMC1564136/
Johnson, L., Adams, S., and Haywood, K., (2014). The NMC Horizon Report: 2014 K-12 Edition. Austin, Texas: The New Media Consortium. Online: http://www.nmc.org/publications/2014-horizon-report-k12